Back-to-School Stress: How School Transitions Affect Kids’ Nervous Systems

Feb 7
4 min read

The return to school is often framed as an exciting reset; new teachers, new routines, new opportunities. But for many children, school transitions are also a significant source of stress, especially in the first few weeks of term.

Whether it’s starting kindergarten, moving to high school, or simply returning after the holidays, changes in routine and expectations place extra demands on a child’s nervous system. Understanding how these transitions affect the body can help parents recognise stress early and support their child more effectively.

Why School Transitions Can Feel Overwhelming

School transitions disrupt familiarity. New schedules, environments, academic pressures, and social dynamics all require adaptation, which places increased demands on the nervous system. Research shows that school transitions are associated with changes in emotional wellbeing and nervous system regulation, particularly during the early weeks of term (Donaldson et al., 2023). Children may not always verbalise stress, but their bodies often do.

Common signs of nervous system overload during school transitions include:

Difficulty falling or staying asleep
Increased irritability or emotional reactivity
Fatigue or low motivation
Headaches or frequent tummy aches
Increased muscle tension, especially in the neck, shoulders, and jaw

These symptoms are common and often temporary, but they signal that the nervous system is working harder to cope (Beatson et al., 2023).

The Link Between Routine, Sleep, and Stress Regulation

Routine plays a powerful role in nervous system stability. When school returns, earlier wake-ups, longer cognitive demands, and reduced downtime can disrupt sleep patterns, particularly for adolescents.

Research shows that school connectedness and routine consistency are strongly linked to sleep quality and stress regulation in children and teenagers (Raniti et al., 2025). Poor sleep, in turn, reduces emotional resilience and increases sensitivity to stress.

Physiological studies also show that school transition periods can be associated with changes in cortisol (the body’s primary stress hormone). In some children, altered cortisol patterns during school transitions are linked to increased anxiety and depressive symptoms (Leblond et al., 2025).

This doesn’t mean school is harmful; rather, it highlights the importance of supporting recovery and regulation outside school hours.

How We Assess School-Related Stress in Children

When children present with physical or emotional symptoms during the school term, it’s important to look beyond a single body part.

Assessment may include:

Review of sleep patterns, fatigue, and energy levels
Discussion of emotional regulation, mood changes, and stress tolerance
Screening for headaches, tummy aches, and breathing patterns
Observation of posture, muscle tension, and movement patterns
Identification of school-related stressors such as routine changes, academic pressure, or social demands

This whole-body approach helps identify how stress may be showing up physically (Donaldson et al., 2023).

How We Can Help Support Nervous System Regulation

Lifestyle and Habit Education

Small daily habits make a big difference to nervous system recovery.

Support may include:

Guidance on sleep routines and sleep hygiene, which are shown to improve emotional regulation and daytime functioning in children (Donovan et al., 2023)
Practical strategies to reduce daily stress load, such as predictable morning routines and scheduled after-school decompression time

Consistency matters more than perfection.

Movement and Regulation Support

Movement is one of the most effective tools for nervous system balance.

Support may include:

Encouraging gentle daily physical activity, which improves autonomic regulation and stress resilience in children (Speer et al., 2022)
Teaching simple breathing and body awareness strategies to help children shift out of a constant “high alert” state

These tools are especially helpful after school, when stress accumulation is highest.

Chiropractic Support

During stressful periods, children often carry increased physical tension.

Chiropractic care may include:

Assessment and management of posture-related strain and muscle tension
Gentle manual therapy and mobility exercises where appropriate, to support comfort and movement confidence
Advice on school bag fit and ergonomics to reduce unnecessary physical load

This physical support can help the body feel safer and more settled, which supports emotional regulation.

Supporting Kids Through Change

School transitions are a normal part of growing up, and stress does not need to be ignored or pushed through.

If your child is showing signs of tension, fatigue, or emotional overwhelm during the school term, early support can make a meaningful difference. At Realign Health Clinic, we take a calm, whole-child approach, helping kids build resilience while their nervous systems adapt to change.

Need support this school term?

Book a paediatric assessment
Ask about sleep, movement, and stress regulation strategies
Support your child’s body and nervous system as they grow

Small supports now can prevent bigger struggles later.

References

Beatson, R., O’Donnell, S., MacDonald, K. and Vassallo, S. (2023) Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes. Educational Research Review, 40, 100553. https://doi.org/10.1016/j.edurev.2023.100553
Donaldson, C., Berger, E., Zubrick, S.R. and Nicholson, J.M. (2023) A systematic review of school transition interventions to improve mental health and wellbeing outcomes in children and young people. School Mental Health, 15, pp. 19–35. https://doi.org/10.1007/s12310-022-09539-w
Raniti, M., Allen, N.B., Short, M.A., Byrne, M.L., Drummond, S.P.A. and Gradisar, M. (2025) The association between school connectedness and sleep health in children and adolescents: A systematic review. Nature and Science of Sleep, 17, pp. 489–504. https://doi.org/10.2147/NSS.S498002
Donovan, C.L., Spence, S.H. and March, S. (2023) Treating sleep problems in young children: A randomised controlled trial of a group-based, parent-focused behavioural sleep intervention. Behaviour Research and Therapy, 167, 104366. https://doi.org/10.1016/j.brat.2023.104366
Speer, K.E., Semple, S., Hill, A., Jones, R.A. and Morgan, P.J. (2022) Heart rate variability improves in 3–5-year-old children following a 6-month physical activity-based intervention: The Active Early Learning (AEL) cluster randomised controlled trial. Applied Physiology, Nutrition, and Metabolism, 47(1), pp. 51–59. https://doi.org/10.1139/apnm-2021-0207
Leblond, M., Boivin, M., Dionne, G. and Séguin, J.R. (2025) Morning cortisol levels and quality of social interactions across the transition to school predict the development of children’s anxious and depressive symptoms in first grade. Psychoneuroendocrinology, 185, 107721. https://doi.org/10.1016/j.psyneuen.2025.107721